Integrating mathematical knowledge with other fields: contexts and problem solving in the training of literacy teachers

Abstract

PNAIC seeks that all children are fully literate by the age of eight. The objective is to analyze the last meeting of the 2014 cycle, dedicated to mathematical knowledge and other fields of knowledge. The investigation is of a qualitative nature and as a methodology, documentary research and content analysis are used to highlight the data of the program documents and the portfolios of five teachers who participated in PNAIC in 2014 in the municipality of Eldorado / SP. We found that the meeting provided the literacy teachers to realize that they need to be clear why they teach and to whom they are teaching mathematics - their reality; it served to offer elements for them to elaborate and learn mathematical relationships, facts, concepts and procedures that are useful both to solve real problems and to develop logical reasoning. The discussions at this meeting were significant in order to qualify the teachers' knowledge, foster change and reflect on the practice.

Keywords

• mathematics teaching
• training of literacy teachers
• mathematical knowledge
• pnaic
• mathematical literacy